6 ways to get the best results on your Versant English test

Jennifer Manning

?

A young man sat a laptop with his arms up celebrating

Versant tests are popular automatically scored English assessments. They allow test takers to prove their English proficiency and demonstrate that theyre capable of using English at work.

If youre applying for a job or trying to get into a school language program, you may be preparing to take a Versant test right now! But how do you make sure you succeed at it?

Heres everything you need to know about preparing for your Versant test.

What types of Versant tests are there?

There are four different types of English tests in the Versant suite. Each is designed with the purpose of testing English language proficiency. However, theyre slightly different in structure and the skills they test. As a result, they are used by companies or educational institutions with different goals.

Here are the five types of Versant tests:

  • Versant English Test: a short, 17-minute test that focuses on speaking skills. Companies that primarily use spoken English use this test to assess candidates ability to communicate in English. For example, its popular with call centers.
  • Versant Writing Test: a 35-minute writing test. Its the ideal test for companies that use English primarily in writing. It evaluates writing skills through practical exercises like taking notes and writing emails.
  • Versant English Placement Test: a thorough, 50-minute test that evaluates all four skills (speaking, listening, reading, and writing). Academic institutions use this formative assessment to sort students into language programs.
  • Versant 4 Skills Essential: a shorter, 30-minute test that evaluates all four language skills. Companies often use it to find candidates with well-rounded English skills because it helps them fill entry-level positions quickly.
  • Versant Professional English Test: a comprehensive 60-minute test that evaluates all four skills. Companies use this test to baseline skills, measure progress and prove employees proficiency, oftentimes at the end of a business English training course.

Which Versant test should you take?

Which Versant test you take will depend on what your goals are. Have a look at these examples:

  • Arnaldo wants to study abroad for a year in Australia. He will most likely take the Versant English Placement Test to get into the university program of his choice.
  • Arjun is applying for a job at a call center. His future employers will request that he take the Versant English Test to demonstrate how he communicates in English.
  • Sofias aiming to become an email customer support specialist at an international retail firm. Shell be asked to take the Versant Writing Test to prove her writing skills.
  • Farrah is applying for an internship at a fast-scaling startup. So, shell need to take the Versant 4 Skills Essential Test.
  • Last but not least, Samira is currently a mid-level manager at an insurance company and is enrolled in a course to upskill her communication skills. Shell be asked to prove her English proficiency by taking the Versant Professional English Test.

Tips for preparing for your Versant test

No matter which Versant test youre taking, there are things you can do to prepare. Here are 6 ways to make sure you get the best results:

1. Work on your intelligibility

Intelligibility refers to your ability to speak in a way thats easy to understand for others. Even if you dont speak flawlessly or have a native-like accent, your speech can still have a high intelligibility level. That is if you are able to express what you mean.

The Versant English Test has an intelligibility score. The system calculates it based on various speech factors like speed, clarity, pronunciation, and fluency. So, its important that you work on your intelligibility before tackling a Versant test.

Here are two exercises you can do to improve your intelligibility:

  • Record your speech. Recording yourself talking for a minute or so lets you play it back, analyze your speech and identify parts of it that are hard to understand. Maybe youre mispronouncing some words, talking too fast, or pausing too often. Try to practice talking about the same topic until your speech becomes easier to understand.
  • Practice shadowing. Shadowing is a technique that brings together listening and speaking. Find a video of a proficient public speaker giving a speech on YouTube. Try to say the same words as the speaker at about the same time. Do this for about 30 seconds at a time. This will help you mimic the speakers speech, improving your intonation, pronunciation, and fluency.

If you can, enlist the help of an English teacher to help you work on your weaknesses, or find a friend who is a fluent English speaker and set up regular video chats.

2. Practice typing on your computer

Unless youre taking the Versant English Test, which is a speaking-only test, youll be asked to prove your English writing skills. Since Versant tests are most often taken off-site, its likely that youll be taking it on your own computer at home. Thats why its a good idea to practice typing on your computer before your Versant test.

While Versant will not factor your typing into your English proficiency scores, the Versant Writing Test and Versant English Placement Test do include a separate typing speed and accuracy score. Theyre provided as supplemental information for 3 reasons:

  1. Since typing is a familiar task to most candidates, it is a comfortable introduction to the test.
  2. It allows candidates to familiarize themselves with the keyboard.
  3. If typing speed is below 12 words per minute, and/or accuracy is below 90%, then it is likely that this candidates written English proficiency was not properly measured due to poor typing skills. The test administrator should take this into account when interpreting test scores.

Bear in mind that all the exercises you need to complete are timed. So, if you want to make sure that you have enough time to type your answers correctly, its good to get a little practice. This way, youll be able to focus wholeheartedly on the content and structure of your sentences, not your typing.

To give you an example, the Versant English Placement Test has a dictation task, where you have to type sentences exactly as you hear them. It also has a passage reconstruction task, where you read a text, put it aside, and type what you remember from it.

Then, theres a summary and opinion task where you have to read a passage, summarize the authors opinion, and give your own. These are all practical exercises that evaluate how well youd perform in real-life situations at work. For example, taking notes at a meeting, writing emails, or putting together a presentation.

3. Listen to everyday spoken English

Another definitive characteristic of Versant is that it tests how well you can understand and use English in an everyday context. It does not test the technical or literary use of the language. So, to get into Versant, its a good idea to immerse yourself in some everyday spoken English.

For example, you can watch videos of someone on YouTube talking directly to their audience in a casual way. Or, you can listen to a podcast that features a laid-back conversation between two people. And, if you can, dont just listen but also practice talking about everyday topics. Ask a friend or a family member to chat with you in English about simple things like how your day was or what you had for dinner.

Tips for taking your Versant test

Preparation is key. But its also important to make sure that you take the test the correct way. Since Versant is a flexible test that can be completed online or offline and administered remotely, there are a few tricks to making sure you get the best out of it:

1. Choose your testing environment well

Take the test in a quiet room, with no background noise or people talking around you. Make sure that the space doesnt have an echo. And, turn off your notifications so you wont be disturbed by incoming phone calls or messages.

2. Make good-quality recordings

The best way to do speaking tests is by using a headset with a built-in microphone. Keep the microphone 3-5 cm from your mouth. Try not to touch or move it while answering questions.

3. Speak in a natural way

Try to speak at a normal conversational speed and volume. Just the way you would speak if you were talking to another person. Dont raise your voice or speak too softly. Try not to speak too slowly or rush your answers. And, do not repeat your answers again and again.

Want to learn more about Versant? check out our post?Everything you need to know about the Versant tests.

More blogs from app

  • A man sat in a living room with books and plants in the background, he is reading a book

    Words that can't be translated into English

    By
    Reading time: 4 minutes

    While English is a rich language, there are some words from other languages that dont have a direct translation. These words often describe special feelings, situations, or ideas that are deeply connected to their cultures. For example, just as some languages have specific words for different types of weather, other languages have unique words for particular moments or emotions that are hard to explain in English. Here are some interesting examples of untranslatable words that show us the different ways people see the world.

  • Children sat at desks in a classroom, with one in the middle smiling with her hand up

    Teaching young learners: all just fun and games?

    By Jill Leighton
    Reading time: 5 minutes

    We want lots of fun in our lessons, with a good balance of activities and games with strong educational value. But in my opinion, todays young learners need more than just fun and games to stay motivated. Fun and games can quickly become meaningless and boring for some students.

    How do we create fun and engaging lessons for young learners aged 6-14?

    • Have a strong relationship with your students. Know about their natural talents, their weaker points and where they are in their development.
    • Encourage them to be active learners and engage them in learning that is meaningful to all of them. E.g. through project work.
    • Provide opportunities for students to use technology and develop success skills. E.g. collaboration, communication, critical thinking, creativity and self-learning.

    Most teachers agree that we have to assume the responsibility of preparing students for life as well as helping them to acquire a language C and this is what I aim to demonstrate in this blog. Using , I want to demonstrate how you can learn more about your students and care for individual needs in one classroom.

    The students will also learn about themselves and their classmates. They will acquire vocabulary and language (at their level) in a dynamic way and create a project to explore their interests and demonstrate their talents. They will use technology and develop their success skills. Assessment will be fun and engaging. I hope you will be able to adapt the ideas and put them into practice with children aged 6-14.

    Howard Gardners Model of Multiple Intelligences

    prompts us to ask: How is this child intelligent? He identified eight different types of intelligence which guide the way students learn:

    • Verbal-Linguistic Intelligence (Word Smart)
    • Logical-Mathematical Intelligence (Maths Smart)
    • Spatial Intelligence (Picture Smart)
    • Musical Intelligence (Music Smart)
    • Bodily-Kinesthetic Intelligence (Body Smart)
    • Naturalistic-Environmentalist Intelligence (Nature Smart)
    • Interpersonal Intelligence (People Smart)
    • Intrapersonal Intelligence (Self-Smart)
    • (He later went on to identify Existential Intelligence C Life Smart, and Pedagogical Intelligence -Teacher Smart)

    Lesson 1: Outline the students learning goals

    Explain to the students that they are going to learn about Howard Gardners Model of Multiple Intelligences and that you want them to achieve learning goals on completion of the project. Write the goals on a poster and discuss them with your students. Take a digital photo of the poster to use during the assessment.

    Student learning goals C you will be able to:

    • Identify different intelligences and what they mean. Name eight different intelligences you have
    • Communicate ideas clearly through a project to demonstrate your talents and interests
    • Use your success skills more effectively.

    Tip: Video parts of lesson 1, especially discussion of the learning goals, to use as part-assessment and reflection on completion of the project.

    What do you know about the Multiple Intelligences? How are you smart?

    • Ask children what they know about multiple intelligences. Teach key language and vocabulary as necessary, depending on level.
    • Ask, What does it mean be intelligent? (They will probably say, good grades, be good at maths, English, reading, writing, computers...)
    • Tell them being intelligent or smart (get the younger children to repeat the word smart several times) isnt only about getting good grades. Ask them to think of more ways to be smart.
    • Elicit the eight ways to be smart according to Gardner. (You may need to mime). E.g. mime playing the piano or clap a rhythm to elicit Music Smart.
    • Discuss what the different intelligences mean. (E.g. Word Smart (Linguistic Intelligence): you like reading, writing or speaking, you are probably good at languages)
    • Teach career vocabulary associated with the different intelligences. (E.g. Word Smart: journalist, teacher, lawyer, editor, TV announcer, web editor.)

    Lesson 2: Find out your smarts quiz

    Tell students they are going to do a quiz to discover how they are smart. Model each stage of the activity and do the quiz with them to find out about your own strengths. Give each student a piece of paper.

    • Take your paper and show the students how to fold it into eight sections, then unfold it and draw lines along the folds to make a grid.
    • Write the different smarts in each section. (Use small handwriting to leave room to illustrate each smart with a picture).
    • Give a picture dictation to illustrate each smart. Here are some examples:

    Word Smart:?Draw a dictionary and children reading, writing and speaking.

    Logic/Number Smart: Draw sums on a computer, a scientist with test tube.

    Music Smart: Draw children singing and playing musical instruments.

    Body Smart: Draw children playing a sport, dancing or cooking.

    Nature Smart:?Draw trees, animals, insects, child watering a plant.

    Spatial/Picture Smart: Draw children drawing, painting or taking photos and a pilot in a plane.

    People Smart:?Draw a child helping or leading a group or a group of children holding hands.

    Self-Smart: Draw children keeping a journal, researching on a computer, or meditating.

    Encourage students to order their smarts from 1-8. For example, if you love music, write number 1 in the Music Smart section and continue to 8 in order of preference. (You may wish to model this first and order your smarts from 1-8 and then encourage the children to order their smarts.)

    After the quiz

    • Encourage students to compare and discuss their results. Collect the papers and make notes about each students results. This will help you reach all your students when planning activities.
    • Explain that we have all the intelligences in different degrees and that all of the intelligences are equal (no intelligence is better than another). Also point out that it is important to know our strengths in order to help in all subjects. (E.g. a music smart student who finds maths challenging may want to sing multiplication tables). Remind students that we usually use several intelligences to do something and we can explore and develop all our smarts.

    Tip: Video lesson 2 to use as part of assessment.

    Lesson 3: Beginning the project

    Encourage the students to create a project for enjoyment. Explain that you want them to collaborate in groups that share the same smarts and interests and using their creativity you want them come up with an interesting topic to explore. (Remind students to concentrate on developing their success skills when they are working with others and mention that you will also be monitoring this as part of the assessment).

    Organize the students into groups of no more than five students in each. Give students time to brainstorm in their groups and come up with the best topic for the project, using their critical thinking skills. (E.g. Picture Smart students may decide to create a project about a famous artist, such as Salvador Dali).

    You may wish to give each student a ?(Know, Want-to-know, and Learned) to complete during the project process, asking questions such as: What do you know? What do you want to know? What have you learned?

    Lesson 4: Planning the project

    Inform students about the timing of the project. Encourage each group to make a project mind map, which will encourage them to be more creative and organized.

    Remind all the groups to keep the following questions in mind:

    • What are you going to do/make? (Presentation, PowerPoint, website, video, posters.)
    • How will you research it? (Internet, tech tools, library.)
    • How will you delegate responsibilities?
    • How will you check that your audience has understood the message of your project? What questions will you ask?

    Decide on how many lessons are needed to prepare the project and how much will be done in school or at home, depending on the age groups and timing.

    Encourage the students to share their work with the rest of the class (or in assembly.)

    Tip: Video the different groups sharing their work.

    Can assessment also be fun and engaging?

    Yes, it can; here are some tips and suggestions.

    • Show the videos you have recorded and ask the students to compare and contrast their knowledge in Lesson 1 and how it developed over the lessons. Encourage them to observe and comment on their success skills.
    • Display the photo of the Student Learning Goals poster from Lesson 1. Get the students to self-assess and decide whether they have achieved the goals that were set in Lesson 1. (You may wish to give the students three small pieces of colored paper: red to represent I understand quite well, orange to represent I understand well and green to represent I understand very well). Ask: Can you identify the different intelligences and say what they mean? Encourage the students to hold up a colored piece of paper according to their understanding. (Make a mental note of all red pieces of paper to be ready to give extra help to those students). Check understanding by getting several students to answer the question.
    • Get the children to reflect on the learning experience. What have they learned about the different intelligences? How can they develop weaker points using their strengths to help them? Can they use all eight intelligences inside and outside school? Did they manage to get along well with their classmates? Did they communicate the message of their project so that the audience understood?
    • Give individual feedback to each student. E.g. congratulate them on their attitude and effort or identify areas for improvement: You managed to use vocabulary and language effectively when you shared your project, we understood your message perfectly. Or You need to work on being more collaborative. You werent on task during the project. How do you think you can improve that?
    • Ask students to give you feedback on the activities they enjoyed. Get them to draw happy and sad face cards. Go through all the activities and get the students to show a happy or sad face according to whether or not they liked the activity. E.g. say Did you like the Find out your smarts quiz? and ask them to hold up the happy or sad face depending on whether they liked the activity or not.

    Create fun lessons to engage all your students keeping this model in mind: traditional activities such as short fun activities and games + Howard Gardners model of Multiple Intelligences + PBL (Project Based Learning) + success skills + meaningful assessment. Enjoy the results with your students.

    How the Global Scale of English can help

    The?Global Scale of English (GSE) Learning Objectives for provides ready-made learning objectives that can help with planning curriculums and lesson and benchmarking learners progress. They are great for young learners because they describe language functions in a granular way, enabling educators to give their learners credit for small achievements. They also clearly show the language functions to target next in order to take learners to the next level.

  • Expressing love around the world: Interesting facts and how to say "I love you" in different languages

    By Sam Colley
    Reading time: 5 minutes

    Love is a universal language that transcends borders, cultures and languages. For those learning another language, understanding how to express love in various tongues can be both fascinating and useful. Whether you're planning to travel, connect with friends from different backgrounds, or simply expand your linguistic repertoire, knowing how to say "I love you" in different languages as well as the cultural context, can be a beautiful way to show appreciation and affection. Let's take a look at some of the many ways to express this timeless sentiment and some interesting facts.

    1. Cultural nuances:

    In many cultures, the way you express love can carry different weights and meanings. For example, in Japanese, "ۤƤ" (aishiteru) is a very strong expression of love, often reserved for serious relationships, whereas "ä" (daisuki) is more commonly used among friends and family.
    However, French, often called the language of love, uses "je t'aime" to express love as a romantic phrase that can be used for both partners and close family members.

    2. Gender differences:

    Some languages have gender-specific ways of saying "I love you." For instance, in Arabic, "????" (a?ibbuka) is used when a woman says "I love you" to a man, and "????" (a?ibbuki) is used when a man says it to a woman. Similarly, in Hindi, men say "??? ????? ????? ???? ???" (main tumse pyaar karta hoon) and women say "??? ????? ????? ???? ???" (main tumse pyaar karti hoon).

    3. Formal vs. informal:

    Some languages have formal and informal ways of expressing love. In Spanish, "te amo" is more formal and used for romantic love, while "te quiero" is more casual and can be used for friends and family.
    ?